Curiosity is the intellectualized form of the adaptive instinct. Children who lack it are subnormal; and yet some teachers seem to think that curiosity is a sin and should be inhibited. Like all other instincts, it must be controlled; and part of every child’s education is the acquiring of ability to control his curiosity, to know when to give it free rein and when to curb it. It must not be indulged at the expense of the right of others to quiet, or to the undisturbed possession of their property, or to the opportunity of doing their work; in short, the legitimate satisfaction of curiosity stops where the rights of other people begin. Curiosity is not, then, a vice to be conquered, but a fundamentally healthful, natural, and progress-bringing instinct. The greater part of the curiosity of children is about matters which they need to know, and it can be utilized in motivating work; a fact which, once understood, changes an annoyance into an asset. But sometimes children are inquisitive about things which should not concern them; their curiosity conflicts with good taste and a true sense of propriety, or with the rights of others. Moreover, unrestrained curiosity often interferes with the fulfillment of duty, or it develops unwholesome appetites and precocious sophistication. Children are also often curious about many things which can not properly be explained to them until a fuller knowledge gives them an interpretative basis; and for this curiosity the wisest treatment is postponed satisfaction, with a clear explanation for the reason. Such an answer to questions which can not well be answered at once is far better than the evasive or lying replies with which too many parents and some teachers put off children. Boys and girls will usually accept a postponement of the answer, if they are convinced that if given they could not understand it, and they will set themselves to the mastery of the prerequisites. But they easily and soon discover lies in the answers given them (usually these lies are too clumsy to deceive a bright child very long), and then, knowing they can not depend upon the lawful and natural source of information, they set about finding answers by whatever means offers. Questions of religion and sex especially, should be answered with a definite promise of satisfaction when the time comes, rather than with a misleading or evasive reply. Teachers should analyze the nature of the curiosity of their pupils. They will find that it will fit one of these four cases: 1. Legitimate curiosity, which should be satisfied at once, and in such a way as to stimulate further interest in the things concerned. 2. Legitimate curiosity, which can not wisely be satisfied at once, but which should be put off with a frank statement that when the child is older and can understand the knowledge sought for, it will be given.